Thursday, 17 October 2013

Flipped
classrooms were provided as a way of shifting the way in which teachers provide
instruction by ‘inverting traditional teaching methods to engage students in
the learning process.’

“Passive
learners exist solely as receivers, active learners are full participants in
the process, allowing them to add to their retentive capabilities through
continued self-reinforcement (Pestress, 2008)

Flipped
classrooms promote social interaction. It allows the students to work together and
contribute to each other’s and their own learning.

Throughout the
article there are lots of diagrams and graphs that show the results of both
those who have been exposed to the flipped classrooms and those who have not,
showing the differences in their learning development.

This article
also talks about tests that are carried out with the students before and after
exams or assignments to try and gather the data regarding whether or not the
process of flipped learning is effective or not.

Likert
scales are used measure the effectiveness of the module for the participants as
well as measure their understanding of ‘conceptual and pedagogical processes. Open
ended surveyed are also carried out to try and collect qualitative data to
determine the impact of the module on the changing attitudes and feelings of
the participant throughout the teaching process.

Results suggest
that the majority of the students that took part in the gathering of the data,
indicated that they their learning was improved by the end and completion of
the module, introducing flipped classrooms.